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Jurnal Pendidikan Progresif
Published by Universitas Lampung
ISSN : 20879849     EISSN : 25501313     DOI : https://doi.org/10.23960/jpp
Core Subject : Education,
Education
urnal Pendidikan Progresif is an academic journal that published all the studies in the areas of education, learning, teaching, curriculum development, learning environments, teacher education, educational technology, educational developments from various types of research such as surveys, research & development, experimental research, classroom action research, etc. Jurnal Pendidikan Progresif covers all the educational research at the level of primary, secondary, and higher education. The goal of this journal is to bring together researchers and practitioners from academia and industry to focus on Educational advancements and establishing new collaborations in these areas. Original research papers, state-of-the-art reviews are invited for publication in all areas of Education. Topics of Interest include, but are not limited to, the following Disaster literacy and Risk Management Education Ethnopedagogy-based STEM Education Integrating technology into the curriculum: Challenges & Strategies Collaborative & Interactive Learning Tools for 21st Century learning Learning Analysis Education Management Systems Education Policy and Leadership Business Education Virtual and remote laboratories Pedagogy Enhancement with E-Learning Course Management Systems Teacher Evaluation Curriculum, Research, and Development Web-based tools for education Games and simulations in Education Learning / Teaching Methodologies and Assessment Counselor Education Student Selection Criteria in Interdisciplinary Studies Global Issues in Education and Research Technology Support for Pervasive Learning Artificial Intelligence, Robotics and Human-computer Interaction in Education Mobile/ubiquitous computing in education Web 2.0, Social Networking, Blogs and Wikis Multimedia in Education Educating the educators Professional Development for teachers in ICT
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 11 Documents
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Search results for "experiences" : 11 Documents clear
Pioneer Teachers’ Professional Identity Construction: Self-Efficacy and The Praxis Shock of Teachers’ Experiences Siti Nur'Aini; Listyaning Sumardiyani; Panithi Amatayakul; Laily Nur Affini; Nuning Zaidah
Jurnal Pendidikan Progresif Vol 16, No 2 (2026): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpp.v16i2.pp860-884

Abstract

This study examines the formation of professional identity among teachers who participated in the Pioneer Teacher Program (PT Program) through the lens of self-efficacy and their responses to changes in their environment and mindset. This research used a mixed-methods approach, combining quantitative and qualitative data to provide a comprehensive understanding of their experiences. A total of 89 participants from various regencies were involved, representing a diverse range of backgrounds and teaching contexts. Quantitative data were analyzed using ANOVA to measure the self-efficacy of teachers across the group of pioneer teachers, candidates of pioneer teachers, and instructors of pioneer teachers. The qualitative and other supporting data from interviews, open-ended responses, and the researchers’ notes were analyzed thematically using MAXQDA to gain deeper insights into the teachers’ construction of professional identity. The ANOVA analysis indicates no statistically significant differences across the measured competencies among the groups. The results were informed by evidence that all participants have equally strong backgrounds prior to joining the training program. While pioneer teachers demonstrate moderate to high levels of self-efficacy and digital skills, the formation of their professional identity is shaped more profoundly by mentorship experiences and community engagement. The way teachers changed their mindset in the classroom practice after joining the program, and they started to decompartmentalize their teaching. They transitioned from traditional, content-focused teaching to lead a more student-centered classroom and to adopt approaches that strengthen students’ character. Despite differences in regional contexts, a common theme emerged: participants began to see themselves not just as educators, but as change agents and instructional leaders. The study highlights the importance of systemic support and ongoing professional development in fostering sustainable identity transformation among teacher leaders. Keywords: pioneer teachers, pioneer teachers’ program, professional identity, self-efficacy.

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